COURSE DESCRIPTION

    This course provides an overview of the role of action research within organizations and community settings.  Primarily a "methods" course,  a variety of techniques for collecting research data will be explored including nominal group, delphi, critical incident, focus groups, surveys, interviews, and participant observation.  Students will conduct an actual study and write a research report for a collaborating organization.
 

GOALS OF THE COURSE

1. To increase content knowledge in the fields of action research and evaluation.

2. To understand the role of action research in adult education and human resource development.

3. To learn action research methods by reading, thinking, criticizing, and doing it.

4. To stimulate interest in continuing to do action research as part of one’s professional practice.
 

OBJECTIVES OF THE COURSE

1.  Participants in HRD 667 will learn key historical events and current issues that influence guidelines and regulations on human participant research

2.  Members of the seminar will understand and be able to use several of the important methods employed in action research.

3.  Participants will be able to evaluate the strengths and weaknesses of various action research strategies.

4.  Participants will obtain experience in designing a multi-method data collection strategy.

5.  Seminar members will learn how to write an action research report.

6.  Members will become familiar with the differences and potential complementarity between  quantitative and qualitative research.

7.  Participants will experience how various component parts of research fit together by designing and conducting one action research project.
 

REQUIRED TEXTS

     Rossman, G.B. and Rallis, S.F. (1998).  Learning in the field.  Thousand Oaks, CA.:  Sage

     Krueger, R.A. and Casey, M.A. (2000).  Focus groups: a practical guide for applied research (3rd Ed.).  Thousand Oaks,  CA.:  Sage

     Mike will distribute additional reading material at various times during the semester.
 

OTHER RECOMMENDED READINGS

     Bourque, L. and Fielder, E. (1995).  How to conduct self-administered and mail surveys. Sage Publications.

     Fink, R. (1995).  The survey handbook.  Thousand Oaks:  Sage Publications.

     Ely, M. et. al. (1992) . Doing qualitative research: circles within circles. London: The Falmer Press.

     Fowler, F. (1992).  Survey research methods.  Sage.

     Bogdan, R. and Taylor, 5. (1984).  Introduction to qualitative research methods. New York: John Wiley & Sons.

     French, W. and Bell, C. (1973).  Organizational development: Behavioral science intervention for
organizational improvement.  New Jersey: Prentice-Hall.

     Rossi, P. and Freeman, H. (1985).  Evaluation: A system’s approach (3rd Ed.). Beverly Hills: Sage Publications.

     Van Maanen, J. (Ed.). (1983).  Qualitative methodology.  Beverly Hills: Sage Publications.

     Bogdan, R. and Biklen, S. (1982).  Qualitative research for education: An introduction to theory and methods.   Boston: Allyn and Bacon.

     Babbie, E. (1973).  Survey research methods.  Beverly Hills: Sage Publications.

     Eisner, E.  (1991).  The enlightened eye.  New York: Macmillan.

     Babbie, E. (1975).  The practice of social research.  Belmont, CA.. Wadsworth.

     Patton, M.Q. (1990).  Qualitative evaluation and research methods.  Beverly Hills: Sage Publications.

     Phillips, J. (1983).  Handbook of training, evaluation. and measurement methods. Houston: Gulf Publishing.

     Fink, A. and Kosekoff, J. (1985).  How to conduct surveys.  Beverly Hills: Sage.

     Worthen, B. and Sanders, J.R. (1987).  Educational evaluation.  New York: Longman.

     Lof land, J. and Lof land, L.H. (1984).  Analyzing social settings (2nd Ed.).  Belmont: Wadsworth Publishing.
 

COURSE REQUIREMENTS

    1.  Please read the required books and whatever recommended texts are appropriate for your own project. Come to class prepared to ask questions and discuss the general research methods issues we are discussing. Work to make your own unique contribution to this community of learners.

    2.  Each member of the seminar will design and conduct one action research project. This project may be undertaken either individually or as a team (preferably with one other person).  It is preferred that this project be either an organizational needs assessment or a program evaluation. Other projects may be proposed, however, if there are compelling reasons for doing so.

    The project will be carried out in four phases during the course of the semester. The following are these phases with accompanying due dates:
 
    A.  Human Participants Protection Tutorial

          Each member of HRD 667 will complete the "Human Participation Protection Education for Research Teams" computer-based primer.  This course was designed and is implemented by the National Institutes of Health.  URL =  http://cme.nci.nih.gov/    Successful completion of the course will result in being awarded a "Completion Certificate."
           DUE  DATE:  September 28,  2002
 

    B.  Initial Project Proposal

You will prepare a written statement of the general parameters of the project. This will include a description of the program in which your study is situated,  a preliminary list of research questions,  and early thoughts about research method(s) to be employed.
        DUE DATE:  October 12, 2002
 

    C.  Project Design/Request for IRB Review

This will be a written document specifying the details of the research design. This document will articulate a list of research questions, sampling method, strategies for collecting data,  and informed consent procedure.
        DUE DATE: October 26, 2002

    D.  Final Action Research Project Report

The final product for this course will be a written action research project report. The report will describe what has been done and what conclusions and recommendations have been made to the sponsor organization. Students will also make an oral presentation of their projects in class. Time will be provided during the last class to present and discuss these projects with each other.
        DUE DATE:  December 14,  2002
 

NOTE: Specific criteria for preparing each of these project steps will be discussed in detail at appropriate times during the course.
 

GRADING POLICY

Most of the final grade earned in this course will be determined by the quality of the design and final written project.   30% of the grade will be earned for the project design ("Phase B" above)  and 50% for the project implementation and final action research report ("Phase C").  The remaining 20% of the grade will be determined by the quality of the member's overall contribution to the seminar/learning community.

One additional comment is appropriate here. Seminar participants should do their best to complete the requirements of the course during the specified period of time (one semester) . A grade of incomplete will be given if necessary, but the use of the incomplete grade is discouraged.
 

ACCOMMODATIONS

If you need course adaptations or accomodations because of a disability, please make an appointment with me as soon as possible. At any point in the semester if you encounter difficulty with the course or feel you could be performing at a higher level, consult with me. Students experience difficulty in courses for a variety of reasons. For problems with writing skills or time management, make an appointment to see a student tutor at the Learning Center, Luther Bonney Hall, 2nd floor (780-4228). Help is also available through the Counseling Center, 106 Payson Smith (780-4050) and the Office of Academic Support for Students with Disabilities, Luther Bonney Hall, 2nd Floor (780-4706)
 

CONNECTIONS BETWEEN HRD 667 AND USM’S COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT MISSION

Using Program Content, Knowledge, Skills, and Dispositions to Design Educational Programs  -  This course is a "hands on"/skill-based experience in action research.  Designing a research project and carrying out the details of the design are core ingredients in this learning experience.

Forging Connections and Partnerships  -  Action research is, by definition, collaborative.  The organization/agency for which the student investigator conducts research will provide a rich context for establishing a collaborative partnership.  In addition,  students will learn from each others' partnership experiences.

Modeling Reflection and Critical Inquiry  -  Reflection on the practice of designing and conducting research is a core element in HRD 667.  Numerous opportunities for debriefing field experiences will be provided in class.

Developing Best Professional Practices  -  The course facilitator will be attentive to modeling best practices in adult education.  Both the technical and ethical dimensions of sound research practice will be stressed during the course.

Validating Practices  -  Students will demonstrate best practices in action research by way of
(1) designing an action research study in collaboration with a community-based organization
(2) collecting and analyzing data (3) writing a final research report (4) briefing the class on the details of the action researchr project.  Feedback on these practices will be provided by the instructor and peers.
 

COURSE OUTLINE

September 14	Introduction to the course  A Nominal Group Experience/Toward a definition of action research
September 28	The role of action research in HRD  Needs Assessment Method:  The Nominal Group technique  Needs Assessment Method:  Delphi  Technique  Needs Assessment Method:  Critical Incident NIH Tutorial "Completion Certificate" Due
October 12	A Focus Group Experience  Survey Research:  Design and Sampling  Initial Project Proposal Due
October 26	Review and Critique of Research Proposals Project Design/Request for IRB Review Form Due
November 9	Survey Research: Questionnaire Development and Data Collection  The Nature of Qualitative Research
November 23	Qualitative Data Collection: Observation  Qualitative Data Collection: The Research Interview  Reporting Action Research and Evaluation
December 14	Review and Critique of Action Research Projects  Final Research Report Due.